Digital Art Pedagogy in the U nited K ingdom

Abstract

Digital practices develop constantly and impact pedagogy in art education. This requires learners and practitioners to be adaptable – to be open to renegotiating their understanding of art and the principles that underpin it. This chapter presents a number of cases from the UK where practitioners have aligned art and digital practice, and these model how and why cognition can be curated. “Curated cognition” refers to the way one organizes one's thinking. The cases show how curating cognition can facilitate an understanding of visual culture. The cases also suggest that digital art pedagogy and learning are effective when they prioritize fundamental art principles and respond to cultural change. This chapter advocates for an adaptive and forward‐thinking experience for art learners where collaboration, moral consciousness, and social responsibility become considerations in the teaching and learning strategies of digital art experiences.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 5 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.